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LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA. 



THE MANUAL 



OF 



FONETIC ANALYSIS 

Fob Use in Public and Pbiyate Schools 

DESIGNED TO ACCOMPANY A CHAKT 

OF THE 

NEW FONETIC SHORTHAND ALFABET 

Which Provides a Distinctive Sign for Each 
Sound in the Language. 






/SS-X3 



D. P. LINDSLEY, 

Authob of Takigeafy. 



CHICAGO: 

D. KIMBALL, 83 AND 85 MADISON STREET. 

1888. 



DEDICATION. 

To the Intelligent and Progressive Teachers of America 
Who Desire to Understand and Teach 

THE SOUL OF SPEECH 
While Arraying it in Fitting Vestments, 
This little Volume is Respectfully Inscribed by 
The Authok. 

copy-kighted in 1888 by d. p. llndsley. 









• CONTENTS. 

Alfabet 4 

Introduction 5 

Lesson 1, Analysis of A and E 9 

2, ., B „ P 10 

3, ,, G ,, K 11 

4, „ V „ F 11 

5, „ Zh ,, Sh 12 

6, ,. TH ,, Th.. 12 

7, „ ,, Oo 13 

8, „ Au 14 

9, 10, , , D and T and review 14 

11, 12, 13, „ Z „ S „ „ .... 15 

14, „ N „ Ing 16 

15, ,, J ,, C^a 16 

16, 17, ,, J ,, U and review 17 

18, 19, ,, Oi ,, Ow ,, ,, 18 

20, ,, M ,, L 19 

21, 22, 23, 24 ,, B ,, review 19 

25, ,, W „ TFft 20 

26, „ H 21 

27, 28, ,, Y and review 21 

29, ,, Ai ,, Ah 22 

30, 31, ,, Short A and review 23 

^2, 33. ,, ,, E , , ,, 23 

34, 35, „ „ I „ „ 24 

36, ,, Short and U 25 

37,38, ,, ,, Oo ,, review 25 

39, 40, 41, 42, „ Shade Vowels 26 

Recapitulation 29 

Appendix, Our Common* Alfabet 30 



THE NEW 

FONETIC SHORTHAND ALFABET. 



Copyright, 1887, by D. P. Llndslbt. 

.The sounds of the shorthand letters are shown by the italic letters in the 
key words direfctly under them. 



CONSONANT LETTERS. 

WBITTEN DOWNWARD 



) ) ( ( 



B. P. O. K. V. F. Z. SH. TH. TH. 

as in as in as in as in as in as In as In as in as in e»in 

Bib. pip. gig. kick, fluid, fife, azure, she. Mis. thin. 

WBITTEN FBOM LEFT TO BIOBT. . 



D. T. Z. S. N. NO. J. CH. 

as in as in a? in as in as In as in as In as In 
Did. (act. zeal, sisa. noon, singing, judge, church* 



VOCAL LETTERS. 

A SOUNDS. 

C c 

A. AI. A. A. 

as in as In as in as in 
Age. air. at. far. 

E AND I SOUNDS. 

O o ' :>. v 

E. E. I. I; 

as in as in as In as In 
Jfre, egg. is. ice. 

SOUNDS. 



0. 
as In 
Ode. 



0. 00. 00. 
s in as in as la 
do. foot. 



on 



•WBITTEN UPWABD OB 

DOWNWiED. 



&LWATS WBITTXN UPWaBD. 



DIQBAF AND DIFTH0NO8. 

"> ^ A Y 

Ay. 01. EW. OW. 

as id as Id as Id as In 

Haul. oil. dew. note. 

Sbadb Vowels a.nt> U 

8B0BT. 



M. L. R. 

as in as in as in 
Afai™. lull. roar. 



as In 



e^ ^ c->- 

TO H ' Y ' A. E. EA. D. 

as Lq as In as In M j n M j n a8 ln ^ ^ 

why. he. you. A bo»e. eternal, earth, fun. 

Showing method of applying the letters in writing words as hilly as in the common 
ecript. Compare brevity and see the saving its use would be to yon. 

^ J \ S m J > ^nu U-s, ^5 

£^#<*^^ 
-4 



'£. ^ 



>~ ^ 



INTRODUCTION. 



THE OBJECT OF THIS MANUAL. 

This Manual is designed to accompany a Chart of the sounds of 
the English language. In recommending it to teachers we shall 
speak only of its use in teaching the elementary sounds ot the 
language. Confined to this one purpose the Chart can be very prop- 
erly introduced into every primary school in the country. 

NOT A NEW STUDY. 

It *shud be observed that we do not introduce a new study. 
The Chart is designed to aid in teaching one of the most ele- 
mentary branches taught in our schools, and one which is funda- 
mental to the proper teaching of our language. The need of such a 
Chart will appear from the following considerations : 

SPOKEN LANGUAGE. 

The first and most important thing aimed at in all of our ele- 
mentary schools is to teach the use of our native language. What- 
ever else is taught, this cannot be neglected. To be ignorant of 
reading and writing is to be illiterate, for these are the keys to 
all knowledge. Facilities of all kinds have been multiplied to aid 
the teacher in this work so far as it refers to the written language, 
while the spoken language has received but little attention, and yet 
spoken language is certainly no less important than the written. 
With our vast territory, favoring the multiplication of dialects, and 

* A simplified spelling is used in the following pages to the extent 
of substituting /for ph, cud, shud, wud, tho and thru for could, should, 
would, though and through, 5 



6 MANUAL OF FONETIC ANALYSIS. 

a mixed population composed of all nations, a combined and vigorous 
effort is necessary to preserve our language in its purity. Its culture 
and perfection shud be the first object of our elementary instruc- 
tion. Whether we teach language in its spoken or written form, 
it is necessary that we have a clear understanding of the elements of 
speech, Heretofore these elements have not been effectively taught, 
owing principally to the fact that we have had no adequate symbols 
for expressing them. 

THE ELEMENTS OF OTJB LANGUAGE AS NOW WRITTEN. 

Our seventeen vocal sounds are represented by only five letters, 
and our twenty-five consonant sounds by only eighteen, rejecting the 
three redundants, C, Q, and X. To make up for this deficiency we use 
combinations of two, three or more letters for both vowel and con- 
sonant sounds, forming in all, as has been estimated, 375 different 
combinations of letters, which may be said to form an extended alfabet 
of nearly 400 signs, simple and complex. When we consider that each 
of these combinations represent more than one, and in many cases 
several, sounds, it will be seen how extremely complex our manner of 
representing the sounds of the language is, and how extremely difficult 
it is to use such a method for properly teaching these elements in our 
schools. As examples we may mention such words as though, in 
which there are only two elementary sonnds, the first indicated by 
the letters th and the second by the letters ough; cough, in which we 
have three sounds represented respectively by c, ou, and gh. These 
digrafs and trigrafs are used in some cases where there are appro- 
priate letters to represent the same sound; as in cough, where gh 
might be represented by /. 

THE OLD ALFABET BOTH DEFICIENT AND EEDUNDANT. 

When, on the other hand, we attempt to express any given 
sound, we have such a multiplicity of signs that we do not know 
which letter to choose. If we wish to express, for instance, the 
sound of the letter t, we find it expressed by the letters, t , d, th, and 
phth, as in time, danced, !FAames, phthisic. The sound of the letter 
h is represented by c, ch, gh and q, as in come, chaos, lough and 
etiguette; the sound oft; by v, f, and ph, as in vie, o/and Stephen; 
the sound of/ by /, ff, gh» ph, as in /or, off, cough, nymph) the 
sound of z by z, c, s and x, as in zone, suffice, rise, Xerxes; the 
sound of sh by sh, c, ch, s, ss, and ti, as in ship, ocean, chaise, sure, 
assure, notion. 



INTRODUCTION. 7 

Intelligent teachers understand how this came about. In an 
effort to represent the thirty-six sounds of the English language by- 
only twenty-six letters (three of which were duplicates of others), there 
were six elementary consonant sounds that had no appropriate letter. 
So they were clumsily expressed, the first by eh, the second by ng, the 
third by sh, the fourth and fifth by th; and the sixth (the sound of 
s in pleasure) was not even provided for by any digraf, but had to be 
represented by letters already appropriated to other sounds, namely, 
the z and s. It will also be noticed that we have only one digraf 
for two sounds; in the case of th, in such words as then and thin, 
which differ in sound precisely as do the words den and tin. 

In this scarcity of letters the vowels fared even worse than the 
consonants, for here we have only five letters to represent sounds vari- 
ously estimated (according to the minuteness of the analysis), at from 
sixteen to twenty. A is generally supposed to represent six sounds; 
e three; % three; o five, and u three; while y is a duplicate for other 
letters. This very indefinite basis is rendered still more indefinite by 
the introduction of digrafs and trigrafs almost beyond computation, 
each having conflicting modes of use. A mere glance at this con- 
fusion is enough to show how impossible it is by such methods of 
representing sounds, to teach them to children with any effectiveness. 

As a matter of necessity the makers of our dictionaries 
and spelling books have attempted in various ways to bring 
some order from this confusion, and to fix the sounds of certain 
letters, by diacritical marks. These are designed to show the 
sound of a given letter in a given word. They do not form and 
were not designed to form a uniform method of representing those 
sounds, for the same sound is represented by them in different ways, 
and by different letters; so that for teaching these sounds as distin- 
guished from the teaching of the pronunciation of words, they are of 
very little service. 

There is a confusion in the use of the diacritical marks similar 
to that in the use of the letters without them. For example, the 
sound of a in mate is represented by a, the same sound occuring in 
they is represented by e. The sound of e in eve is represented by 5, 
and the same sound in pique by i'. The sound of oo in ooze is repre- 
sented by oo, and the same sound in do by 6; while the same sound 
in rude is represented by u. 

The new letters, as given in the chart, present many interesting 
features, while the classifications of the sounds of the language are 



8 MANUAL OF FONETIC ANALYSIS. 

presented in a manner easily apprehended by children. We have 
first the broad distinction between the vocal and sonsonantal sounds; 
the vocal, as subordinate, being represented by small semi-circles, 
dashes and diamond points; the consonantal sounds by straight lines 
and quarter circles, or the arcs and chords of the circle, — all being 
the very simplest signs provided in nature, and within the ability of 
any child to easily make them. Even the minute subdivisions of 
these sounds are indicated by a difference in character. The long 
sounds of a and e have larger, and the short sounds small signs; 
while the long o and au are shaded, and the corresponding short 
sounds have light lines. A similar arrangement is found among the 
consonants. The abrupt sounds b, p, g, k, d, t, are represented by 
straight lines; the more flowing v /, ze sh, th th, z s, n ng, m I and n 
by curves; the compounds j, ch, and wh, (composed of d-zh, t~sh, and 
h~w) by hooked letters; as are also the semi-vowels w, y, and the" 
aspirate h. The marked peculiarities of these signs can easily be 
taught so that the child will have before him a picture of the differ- 
ent sounds which he is expected to memorize, thus taking the sub- 
ject entirely out of the abstract and presenting it in concrete form. 
As another instance of this we have the distinction between the 
aspirate and vocal sounds of the consonants as represented in the 
pairs b p, g k, vf, etc., where the more vocal form is very properly 
represented by the shaded letter and the whispered sound by the 
light letter,— the two being simply variations of the same sound. 
Such analysis cannot be taught by means of the old letters, for to be 
apprehended they must be seen as well as heard. 

In order to understand these points fully the teacher must 
bring them out before the class in that detail which is contemplated, 
and to which we now call your particular attention in the following 
lessons, which need not occupy over ten minutes each. 



THE MANUAL OF FONETIC ANALYSIS. 



Lesson 1. 

The first thing to be done is to teach the new letters in 
connection with the sounds they represent. The filosofy of 
the subject will, of necessity, be postponed until this is thoro- 
ly accomplished. Teach, however, first, the essential differ- 
ence between the vocal and consonantal sounds; the vocal 
being the continuous, unbroken stream of sound, modified 
by the position of the vocal organs, and the consonant the 
cutting off of the stream of sound by the conjunction of the 
vocal organs; the difference being made by the particular 
organs which come in contact, as the lips, the tongue, etc. 

Here take up the sounds of long a and long e. Let 
the class give these sounds in concert. Point out the letters 
on the chart or put them on the blackboard. Observe the 
direction in which the letters are made, and notice that all 
curves must, of necessity, be struck in one of two directions, 
and take their character from the direction in which they 
are struck. Ask the class to name words containing the 
sounds a and e, such as: Bay, bee, pay, pea, say, sail 
seal, make, meek, cane, keen, cope, keep, etc. They shud 
tell how many sounds there are in each word, and which are 
consonant and which vocal sounds. 

ANALYSIS. 

Bay. Two sounds; b — consonant; ay — digraf repre- 
senting the sound of a -long. 



10 THE MANUAL OF FONETIC ANALYSIS. 

Bee. Two sounds ; b — as before ; ee — digraf , representing 
the sound of long e. 

Go thru the words given for this lesson in a similar 
manner. This, well done, will be sufficient for the first 

lesson. 

Lesson 2. 

Review the work of the preceding lesson, and take up 
the consonant sounds, b and p. Point out the form of the 
letters, as resembling the printed capitals with the omission 
of the curved stroke. 

ILLUSTRATION. 

B P " • €L 8 .. .K 

II c n \ 

Teach the sounds as distinguished from their names. 
Analyze words containing these letters in connection with 
the letters taught in the preceeding lesson, such as: Abe, ape 
peep, babe, and other words given in the Chart. 

ANALYSIS. 

Abe, a — long vocal, written with a medium sized, light 
indirect semi circle; b — consonant, written with perpendicular, 
heavy sign; e — silent, unwritten. 

Ape. a — long vocal, as above; p — consonant, abrupt, 
written with a perpendicular light letter; e — silent, unwritten. 

ILLUSTRATION. 

c i "A c | /] 

A b Abe-, a p ape. 

ANALYSIS. 

Peep, p — as above; ee — long vocal, written with medium 
sized, light, direct semi-circle. 

Babe, b — as above; a — as above; e — silent. 



LESSON 3. 11 

ILLUSTRATION. 

1 D I I I U I ^ 

Pep peep] b a b babe. 

Lesson 3. 
Review the two preceeding lessons. Take up the 
letters Ga, and Ka. Observe that the letter g on the Chart 
represents only the hard sound, heard in go, give ; and that it 
is named Ga. If the pupil is allowed to call it Gee he will 
never understand its true sound. The soft g f heard in gem, 
is written by the Ja. 

ANALYSIS. 

Gay. g — consonant, abrupt, written by the inclined 
heavy sign indicating the hard sound of g\ ay — digraf rep- 
resenting a -long. 

Eke. e — long vocal as above; k — consonant written by 
the inclined light sign ; e — silent, unwritten. 

ILLUSTRATION. 



\ 



^ 



Ga a gay, e k eke. 

Analyze as above the words: Key, beak, peak, bake, cake 

Lesson 4. 

Take up th'e letters Ve and Ef, with a review of the pre- 
ceding letters. Teach the pupil to write the letters so far 
learned by repeating each pair as f 611 ows : 

I.I I II I www)))))) 

Let the class give the sounds of these letters in concert. 

ANALYSIS. 

Eve. e — long vocal, as in Lesson 2 ; v — consonant contin- 



12 THE MANUAL OF FONETIC ANALYSIS. 

uant, written with heavy direct large curve; e — silent, un- 
written. 

Fee. f — consonant continuant, written with the light, 
direct, perpendicular curve; ee — digraf, expressing the sound 
of e long, written with the light, direct, medium sized semi- 
circle. 



ILLUSTRATION. 



n 



3 ) ' „ \ 



E v eve\ f ee fee. 

Analyze in a similar way the words: Pave, cave, beef, 
vague. 

Lesson 5. 
Add the letters zh and sh, with a review of the preced- 
ing letters, and analyze the following words: She, shave, 
sheep, sheaf, shape, shake. 

Rem. Here it will be necessary to point out the fact that we 
have a sound that has no special letter, or combination of letters, to 
represent it in the language , as commonly written. It occurs in 
azure, rouge, pleasure, measure, etc. In the case of sh, point out the 
fact that this is different, entirely, from the sound of s and has no 
sound of h in it; that it is a pure, simple sound, heard in such words 
as she, show, and that it is sometimes represented by other letters, 
as in sugar, nation. 

ANALYSIS. 

She. sh — Simple elementary consonant sound, written 
by the light, perpendicular, indirect curve; e — long vocal as 
before. 

Shave, sh — as above, a — as before, v — as before, e — 
silent. 

ILLUSTRATION. 

( n (n ( u ) Cv 

Sh e she, sh a v shave. 

Lesson 6. 
Take up the th, th, preceded by the usual review. 
Point out here the fact that we have two distinct sounds, 
as heard in then and thin, differing from one another as d 



LESSON 7. 13 

differs from t. It is a simple elementary sound, differing 
from both the letters t and h f which are used to express it. 

Now that you have taught the first ten consonant letters; 
observe that they are all written downward, never upward; that 
the curves are quarter circles ; that the Ve, Ef, The, Ith, like the E, 
are written in the direction in which the hands of the clock move, 
which we call the direct curve; and that the Zh, Sh, like the A, are 
in the opposite direction, which we call the indirect curve. Point 
out the direction of these letters carefully and clearly, 

Be, Pe,, Ve, Ef, Zhe, and Ish are perpendicular; The and Ith 
slant in the same direction as Get and Ka. 

Analyze the following words : Thee, faith, sheath, sheathe, 
bathe, thief. 

ANALYSIS. 

Thee, th — a simple, elementary, consonant, continuant, 
semi-vocal, written by a direct, heavy, slanting curve; ee — 
as in previous lessons. 

Faith, f — as before; ai — digraf, having the sound of 
long a ; th — a simple, elementary, whispered, continuant con- 
sonant sound written by a direct, light, slanting curve. 

ILLUSTRATION. 

^> n ^V ) c ~> 1 

Th ee thee; f ai th faith. 

Lesson 7. 
Take up the dashes O long and Oo long, pointing out 
their form, direction and size, observing that they are only 
about one-fourth the length of the consonant letters. Anal- 
yze the following words, containing these vocal sounds : Ope, 
foe, go, oath, show, though, coo, shoe, booth, coop. 

ANALYSIS. 

Oath, oa — digraf representing long o, simple, element- 
ary, vocal sound represented by the heavy inclined or per- 
pendicular dash; £/i — digraf representing a simple elementary 
sound, which resembles the sound of th in the word other as 
t in oat resembles d in ode. 

Though, th — digraf representing a simple elementary 
sound, which resembles the sound of th in oath, but more 
vocal; ough — a tetragraf representing long o as above. 



14 MANUAL OF FONETIC ANALYSIS. 

ILLUSTRATION. 



S 



Oa th oath th ough though 

Analyze and write the remaining words in the same 
manner. 

Lesson 8. 

Take up the sound of au in aught, and analyze the 

words: Balk, paw, caiv, thaiv, cough, Shaiv. Observe that 

the Au sign may be written either upward or downward, and 

is of the same length as the O and Oo long, Review Lesson 7. 

ANALYSIS. 

Balk. Sounds, b — au — k, I silent. Analyze as in pre- 
vious lessons. 

Cough. Sounds, k — au — /. 

c has the sound of k. 

ou " " au. 

gh " " /. 

ILLUSTRATION. 



k 



B al k balk, c ou gh cough. 

Analyze and write the remaining words in a similar 
manner. 

Lesson 9. 
Take up the first two letters of the second line of con- 
sonants, De and Te. Analyze the following words : Day, tea, 
toe, oat, dough, do, to, aught, taught, dote, toad. 

ANALYSIS. 

Dough Sounds d and o long. 

D — simple, elementary consonant sound, formed by 
pressing the end of the tongue upon the gums and uttering 
the sub- vocal sound, written with the horizontal heavy stroke; 
ough — a tetragraf representing the sound of o long, written 
as before described. 

Taught. Sounds, t — au — t. 

T — simple, elementary, consonant sound, formed by plac- 
ing the tongue as described for the sound of d and forcing 



LESSON 10. 15 



it suddenly apart from the gums by the breath, written 
with the horizontal light stroke. Augh — a tetragraf having 
the sound of cm, the most open vocal sound. 

ILLUSTEATION. 



D ough dough] t augh t taught. 
Analyze and write the remaing words in a similar manner. 

Lesson 10. 
Review the work previously gone over, and analyze the 
following words: Date, bait, pate, paid, gate, Kate, fate, 
beat, peat, sheet, feet, teeth, dote, boat, goat, coat, vote, tooth, 
talk, thought, fought, as before taught. 

Lesson 11. 
Take up the letters Ze and Es. Analyze and write with 
the proper character the following words: Say, see, ace, ease, 
so, saiv, ooze, save, safe, sake, soivs, sauce, soot, cease, seat, 
seed, as taught in preceding lessons. 

Lesson 12. 
Review the preceding lesson. Analyze and write with 
the proper characters the following words : Base, pays, gaze, 
case, vase, face, days, bees, peace, geese, keys, fees, these, 
seek, seize, seethe. 

ANALYSIS. 

Gaze. Sounds, g hard, a long, z as in zeal, e silent. 

G — a hard gutteral or throat sound, written by the in- 
clined heavy stroke;^ — a continuant consonant sound, formed 
by placing the tongue near the gums and uttering the sub- 
vocal sound. This sound differs from the d in the amount 
of pressure and in the continuance of the sound. The con- 
tact of the organs also differs slightly. 

Pays, Sounds p, a long, z. 

ay — digraf representing the sound of a. 

Peace. Sounds p, e long, s. 

ea — digraf representing elong; c — having the sound of 
s; e — silent. Write as described previously. 

Seethe. Sounds s — ee — th, vocal. 

ee — digraf, expressing the sound of e long; th — vocal as 
heard in the word thee. 



16 MANUAL OF FONETIC ANALYSIS. 

IULLSTRATION. 

P ea ce peace, s ee the seethe. 

Lesson 13. 

Keview the preceding lesson. Analyze and write with 

the proper characters the following words: Baste, paste, 

faced, taste, beast, feast, teased, boast, post, ghost, coast, 

toast, boost. 

Rem. In the above words e is silent in baste, paste, faced, taste, 
and forms a digraf with the following a in beast, feast, teased; h is 
silent in ghost, and oa form a digraf in boast, coast, toast. 

Lesson 14 
Review the preceding lesson. Add the letters En, Ing. 

Rem. It shud be observed here that the shaded Ing does not 
hold the same relation to the En that the Ze does to the Es or the Be 
to the Te. This is partially indicated by putting the light letter 
first in order. It -is, however, a simple sound. The teacher will 
notice turther that the letters ng, as they occur in words, have three 
sounds. They may indicate n-Gay as in the word longer, n-Ja as in 
lunge, or the simple Ing given in the alfabet, as in lung, and the 
frequent ending ing. 

Analyze and write with the proper characters, the fol- 
lowing words: Bean, bane, pain, gain, cane, keen, vain, 
fane, sheen, deign, dean, note, naught, node, gnawed, nose, 
noise, knoivn, noon, boon, coon. 

ANALYSIS. 

Bean, b — as in previous lessons; ea — digraf expressing 
the sound of e long; n — simple, elementary, consonant sound. 
To make it place the tongue on the upper gums as in mak- 
ing the letter d, and throw the subvocal sound through the 
nose. The En Em and Ing are called nasals, or nose letters 

Known, k — as in previous lessons; n — as above; oiv — 
digraf expressing the sound of o long; n — as above. 



i 



L 



B ea n, bean, kn ow n, knoivn. 

Lesson 15. 
Review the preceding lesson,teach the letters Ja and Cha, 
observing that the letter Ja represents not only j, but also 



LESSON 16. 17 

the g when soft, as in gem. The Cha represents its simple 
sound as heard in church; but the teacher will notice that 
the ch also, in some words in our common spelling, has the 
sound of k, as in chaos and the sound of sh as in chaise. 
Analyze the following words: Cheap, cheek, chief, cheat, 
cheese, chafe, chase, jade, peach, teach, page, guage, cage, 
poach, coach, joke, choke, chalk. 

Chief, ch — a sound composed of the sounds of t and 
sh pronounced with one impulse of the voice; ie — a digraf 
expressing the sound 'of e long;/ — as in previous lessons. 

Gauge, g — hard sound as in go, an— digraf for a long; g 
— soft sound, like j, a sound composed of the sounds of d and 
zh pronounced with more impulse of the voice. 

Rem. It is doubtful whether the sounds of ch and g or j shud 
be considered simple or compound. Authorities differ. If compound 
the two elements are spoken simultaneously not consecutively. 



) i ^ c - > 



Ch ie f, chief] g an ge gauge 

The class has now gone over the second line of conso- 
nants, and it shud be observed that they are all written horizon 
tally, from left to right; that the Ze and Es are direct curves, 
like Ve, Ef, The, Ith, and E long, while En, Ing, are indirect 
curves, like Zhe, Ish and A long. 

Lesson 16. 
The teacher may here take up the diamond points, rep- 
resenting the sounds of i long and u long as in ice, cure. 

Rem. The long sounds of % and u are generally regarded by 
orthoepists as difthongal. The first is composed of somewhat vary- 
ing elements, according to the openness or closeness of the pronuncia- 
tion. In aisle we have the sounds of a as in far and e as in me pretty 
clearly expressed, but in the words fine, bite, and almost everywhere, 
this first element is shortened, some regarding it as short e, as in bet, 
and others as a short u as in but. The truth probably is that this 
first element varies in the mouths of different speakers, and probably 
has different variations, in special cases in the mouths of the best of 
speakers. Some authors have attempted to distinguish two varieties 
of the i in words where the difference is extremely slight, as in five 
and fine, tho we think with little reason. It will be suficient 
simply to point out its difthongal character, and the most prominent 
elements of which it is composed. 



18 THE MANUAL OF FONETIC ANALYSIS. 

The elements which compose the sound of long u are also 
variable. In their coarsest form they may be regarded as the e in 
eve followed by the oo in coo. This, however, is a rather crude pro- 
nunciation. The usual pronunciation gives the sound of the coal- 
escent i, as heard in the last syllable of pity, followed by the oo in 
coo. The fact that the first element in these two sounds is varying, 
makes it inconvenient to represent them by two letters. We there- 
fore represent them by a single letter without attempting to express 
their exact analysis. 

Analyze and write with the proper characters the 
words; By, pie, vie, five, thy, thigh, die, tie, sigh, nigh, peic, 
cue view, feiv, dew, sue, cheiv, Jew, jute, suit. 

Sigh, s — as in previous lessons; i — long difthongal 
vocal sound; gh — silent. 

Jute, j — as in the preceeding lesson; u — long dif- 
thongal vocal sound; t — as in previous lessons; e — silent. 

S igh, sigh, 



V 



v 



j u 


t jute. 


V > 


-> > ~> 


thy, 


th igh thigh. 


A 1a 


) A )> 


ew peiv 


, v iew view. 



ie pie, th 



S ue sue, p 

Lesson 17. 
Review the preceding lesson, and analyze, and write 
with the proper characters, the following words: Bite, kite, 
fight, tight, right, night, fine, shine, thine, dine, tine, sign, 
cute, suit, juice, tune, duke, tube. 

Lesson 18. 
Eeview the preceding lesson. Teach the letters Oi and 
Oiv. 

These letters represent sounds more purely difthongal than the 
i and u long. The first element in the oi is nearly, if not quite, 
identical with the an in aught, tho pronounced quicker, and the last 
element is the coalescent i before referred to, as heard in the final 
syllable of pity. The oi like the i, may be pronounced more or less 
broadly, and each of the elements may be more openly or closely 
enunciated, as they are by different speakers, and doubtless also in 
different words. This analysis will be sufficient for our ordinary 
classes in schools. The first element in the oio is not quite so de- 



LESSON 19. 19 

terminate. It is variously regarded as being identical with the o in 
on and the u in but; while the closing element is the oo in coo. 
Minuteness of analysis here is not necessary. We give signs for 
these difthongs that do not fully indicate their elements, tho the Au 
will he seen in the first stroke of the letter Oi, and the O, short, in 
the first stroke of the letter Oic. 

Analyze and write with the proper characters, the fol- 
lowing words: Bough, cow, thou, vote, noiv, boy, coy, toy, joy, 
coin, void, gout, shout, doubt, pout. 

ANALYSIS. 

Void, v — as in previous lessons; oi — vocal difthong, 
compound of o in or and i, coalescent; d — as in previous 
lessons. 

Doubt, d — as before ; ou — vocal difthong, compound of 
o, short, and oo, short ; b — silent; t — as before. 

ILLUSTRATION. 



) v ' — |_ ' — 



V oi d void, d ou bt doubt 

Lesson 19. 

Review the preceding lesson. Analyze, and write with 
the proper characters, the following words : Bound, pound, 
count, fount, found, sound, foist, joist, noise, joint, joined 
douse, souse. 

Lesson 20. 

Take up the letters Em and EL Analyze and write with 
proper characters, the following words: Lake, meek, mate, 
meat, made, mead, maze, mace, main, mean, la^e, lave, 
leave, leaf, lathe, late, lead, laid, lays, lease. 

Lesson 21. 

Take up the letter Ar. Analyze, and write with the 
proper characters, the following words: Rake, rave, reap, 
reek, reef, wreathe, wreath, raid, rate, read, rays, race, 
rain, rage, reign. 

Rem. It shud be here observed that we have come (with Em, El 
and Ar) to the so-called liquid letters, wnich embrace in them- 
selves both the whispered and vocal forms, and so have no corres- 
ponding shaded letters. Properly written, we might have two Vs 
and two r 's, a shaded and a light, as is seen in the words else and 



20 MANUAL OF FONETIC ANALYSIS. 

ells, worse and wars, where the I and r, followed by the sound of s 
have the light sound, and followed by the sound of z, have the 
heavy sound. This is in accordance with the universal law of lan- 
guage, that when two consonants come together in the same syllable, 
without a vowel, they must be of the same strength. This law 
applies to all languages, and is an essential feature of human speech. 
The letter m, tho written light in the Chart, represents almost, if 
not always, the shaded or heavy sound. 

The teacher will also observe that we have practically two other 
variations of the r, represented by this one character; the initial r 
which is more or less trilled as in rope, reap, and the final r, in 
which this trill is not heard, as in bar, far. These are far from 
being the only variations of the r, which is a so flexible sound as to 
blend easily with most other consonant letters whether they precede 
or follow. It is the most flexible sound in the English language and 
can be adapted to any circumstances. On this account it modifies 
the sound of every vowel that precedes it, as in final and unaccented 
syllables ending in r, where all the vowels have nearly the same 
sound, as in ar, er, ir, or, ur, in the words cedar, leader, nadir, odor, 
sulphur. 

Lesson 22. 

Analyze, and write with the proper characters, the fol- 
lowing words: Mope, move, -nnood y moot, moose, moon, 
doom, tomb, maul, loop, loose, loon % roof, root, wrought 
wrote, rope, roach, roll, roam, roan, 

Lesson 23. 
Analyze, and write with the proper characters, the fol- 
lowing words; Alight, mice, mine, mute, muse, mouse, 
moist, like, life, lithe, light, line, loin, lute, lout, loud, 
lounge, 

Lesson 24. 
Analyze, and write with the proper characters, the fol- 
lowing words: Ripe, rife, ivrithe, ride, write, rice, rise, 
Rhine, rhyme, rude, ruse, rule, rout, round, rouse, bower, 
cower, dower, sour, shower, tower. 

Lesson 25. 

We come now to the semi-vowels. Take up the letters 
W and Wh. Observe that the sign for the Wh differs from 
the W only in the shading of the hook, and that the stem 
part of these letters is identical with the letter R. Analyze, 
and write with the proper characters, the following words. 



LESSON 26. 21 



Weep, wake, wave, weave, wheat, whale, wipe, wife, wight, 
white, wise, wine, whine, wound, while. 



ANAYSIS. 



Wear. W — Labial, semi-vowal; ea — Digraf represent- 
ing the sound of cu'in air-, r — smooth, liquid linqual. 

While. Wh — Aspirated wa\ i — long difthongal 
sound; I — lingual liquid. 



ILLUSTRATION. 
c^ C 



/ ^ c^ v J c^) 



W ea r wear, wh i I while. 

Lesson 26. 

Take up the letter H, observing that we have here the 
stem of the R with a hook on the lower side. Analyze, and 
write with the proper characters, the following words: 
Hate, heat, heap, heath, hope, hoop, home, haul, hide, 
height, hind, hire, house, hoist, hound, huge. 

Lesson 27. 

Take up the letter Y. Analyze, and write with the 
proper characters, the following words: Yield, year, yale, 
yoke, youth, use, use, (uze), yawn, yaivl, you, your, we, he, 
why, way, hay, whey, ye, yea. yeast. 

Rem, It shud be observed in regard to the form of these 
letters that the M, L, and B may be written either upward or down- 
ward; that when written upward the B is written at an angle of 
about 30 degrees from the horizontal, leaving an angle between the 
upward and downward form of about 30 degrees. This is not exact, 
but is sufficiently exact for practical purposes, Observe also that 
W, Wh, H, are written upwards, the stem having the same direction 
as the upward B, and that the Y is written upward, being identical 
in form with the Z, excepting the added hook. In regard to the 
sounds of these hooked letters, the W and Y may be regarded as 
semi-vocal, partaking in part of the nature of the consonant and in 
part of the nature of the vowel. On this account they are never 
preceded by a short vowel, but form with a preceding vowel, 
a dipthong. The H is a simple aspirate, used, when sounded, only 
in the commencement of a syllable. The Wh is an aspirated W. 



22 MANUAL OF FONETIC ANALYSIS. 

ANALYSIS. 

Whey. Wh — aspirated tea] ey — diagraf expressing a 
long. 

Yeast. Y — palatal semi - vowel \ea — digraf expressing e 
long; st — consonants conjoined (not separated by a vowel or 
by syllabication.) 

ILLUSTRATION. 



Wh ey ivhey, y ea § t yeast 

Lesson 2b. 

It will be well to devote this lesson to a general re- 
view of the preceding letters. The class has now learned 
all the consonant sounds, with the fonetic characters which 
represent them, and all the long vowels and difthongs. 
So far the course is very plain ; and it would be well for the 
teacher to assure himself that it is clearly understood. If 
the work has not been done with sufficient thoroness it may 
be a good plan to spend several lessons in a general review, 
taking up any part of the subject that may have been im- 
perfectly learned. 

Lesson 29. 

Take up the letters Ai and Ah as in air and far. The 
signs for these letters are only one half the size of the sign 
for long a and are shaded. They represent sounds of in- 
frequent occurence. Ai in the English language occurs 
only before the r, and the a in far is found nearly always 
in the same position. 

Rem. Most pupils will need special instruction in regard to 
the proper enunciation of the ai, and will need to be guarded against 
supposing that the letters have this sound in other positions, Let 
them distinguish clearly between the sounds of ai in fair and fain, 
pair and pain, etc, Note also that this sound of ai is also otherwise 
written, as in the words fare, their and there. 

Analyze and write with the proper characters, the fol- 
lowing words: Air, pair, care, share, their, there, dare, tear, 
chair, hair, lair, ivear, bar, par, car, far, tar, jar, chart 

ANALYSIS. 

Hair, h — simple aspirate breathing; ai — a medial, 



LESSON 30. 23 

long a, as modified by the following r; r — as before given. 

Chart ch — compounded of t and sh in close coales- 
cence; a — Italian a; rt — combined consonants. 

ILLUSTRATION. 



<1 



u — ^ 



H ai r hair x Ch a rt Chart. 

Lesson 30. 

Short a as in at. This sound is of frequent occurence, 
and is found before all the consonant letters except the 
semi -vowels and the aspirate. It even remains, in accented 
syllables, unchanged before r when doubled, as in arrest 
Its comparative frequency 124. Analyze, and write with 
the proper characters, the following words: Abb, apt, act, 
aft, ash, add, at, as, an, am, bat, pat, cat, fat, thai, sat, 
gnat, chat, mat, rat hat : 

Lesson 31. 

Review the preceding lesson. Analyze and write with 
the proper characters, the following words : Back, bag, pack, 
gag, fag, shag, tag, sag, nag, jag, ban, pan, can, van, fan r 
than, tan, bang, gang, fang. 

Rem. We have now finished the letters of the a group. They are 
all written with curves made in the same direction. They shud be 
reviewed frequently together, until they become as familiar as the 
letters of the old alfabet. 

ANALYSIS. 

Gang, g — hard sound, gutteral, sub-vocal; a — short, 
sharp or explosive; ng — simple elementary nasal, made with 
open organs. 

Rash, r — initial slightly trilled ; a — as above; sh — 
simple, continuant, palatal consonant. 

ILLUSTRATION. 

6 a ng gang, r a sh rash. 

Lesson 32. 
E short, as in egg. Comparative frequency 97. This 
is a strong element, which, like the short a, maintains itself 



24 MANUAL OF FONETIC ANALYSIS. 

before all letters, except the semi- vowels and the aspirate; 
and when accented it also maintains itself before the doubled 
r, as in error, errand. Pupils will readily distinguish be- 
tween this sound and the short a. Analyze and write with 
the proper characters, the following words: Ebb, egg, end, 
edge, etch, bed, beg, beck, peg, peck, keg, get, fed, shed, debt, 
says, mend, sedge, met, let, red. 

Lesson 33. 
Review the preceding lesson. Analyze and write with 
the proper characters, the following words, contrasting the 
two sounds introduced: Pat pet, bat, bet, cat, get, shad, shed, 
sad, said, sand, send, had, head, rack, wreck, lag, leg, land, 
lend. 

ILLUSTRATION. 

U L_ 0- C s*\ /x 

Pat pet shad shed rack wreck 



Land lend sand send sack 

Last lash lag leg lap belt 

Lesson 34. 
Short i as in it. Comparative frequency 183, the most 
frequent sound in the language. This sound is strong and 
distinct in accented syllables closed by a strong consonant, 
but is weaker in unaccented syllables, as will be seen in such 
words as pity, ability, where the accented syllable contains 
the strong sound, but the others a weaker variety. Both 
sounds are represented by this one letter. 

Analyze and write with the proper characters, the follow- 
ing words: Pick, kick, thick, tick, sick, nick, chick, king, 
thing, sing, ring, iving, pith, with, myth, his, him, hill, hitch, 
which, tvhit 

Lesson 35. 
After reviewing the preceding lesson, analyze and write 
with the proper characters, the following words, pointing 



LESSON 36. 25 

out carefully the distinction between the short vowels e and i : 
Beg, big, peg, pig, keg, gig, dead, did, den, din, ten, tin, 
meant, mine, lent, lint, wend, wind, send, sinned. 

Rem. We have now finished the group of e and i sounds, with the 
exception of the shaded letters at the bottom of the Chart. They are 
all represented by light signs. In writing them observe that the 
sign for short e is invariable, that is, that it cannot be turned from 
its alfabetic position, and that it is also frequently disjoined. 

ILLUSTRTTION. 

U L_ L L- L L- 

Bad bed bid pat pet pit 

Laugh left lift man men mint 



u ^ 



Beg big deck Dick dead did 

Lesson 36. 

o and u short. 

Take up o and u short from the Chart, and analyze and 

write the words: Bob. fob, fop, top, dock, knock, knob, rock, 

rod, nod, not, nut, hot, hut, cot, cut, rot, rut, cod, cud, lock y 

luck. 

Lesson 37. 

00 SHORT. 

Take up the oo-short with a review of the preceding 
lesson and analyze and write the words: Could, should, would, 
book, nook, look, hook, puss, pull, put, but, bud, bun, pup, 
puff, duck. tuck, done, tun, tongue. 

ANALYSIS- 

Should. Sh — simple sound written Ish; ou — short 
sound of oo ; I — silent; d — as before. 

Tongue. T — as before; o equals tt-short; ng has its 
natural sound as in sing ; ue — silent. 



26 THE MANUAL OF FONETIC ANALYSIS. 







ILLUSTRATION. 






( -. 


mmmm 


U _ . 


s^ 


.. -v 


Sh ou 


d 


Should, t o 
Lesson 38. 


ng 


tongue 



REVIEW OF LIGHT DASHFS. 

Review the light dashes and analyze and write the fol- 
lowing words: Push, gush, bush, buff, bun, bunch, bulge, 
pulp, purge, cob, cog, pond bond, fond, fund, sob, sop, son, 
dove, love. 

ILLUSTRATION. 

Push gush buff bunch bulge pulp bulb 

Cob cock bond sob son dove love fund 
Lesson 39. 
the shade vowels. 
The fourth vowel sign, a in far, is used in the following 
words, though the sound is somewhat varied by the follow- 
ing consonant. Analyze and write: Aunt, daunt, vaunt, 
gaunt, ask, bask, fast, vast, half, halve, salve, haunt, jaunt, 
taunt, gasp, rasp, pant, chant, raft, tvaft. 

ILLUSTRATION. 



K. o 




Aunt gaunt bask half 
Lesson 40. 
shade vowels continued. 

The sound of o short is used with a variation of sound 
before the letter r as in or, nor, for, etc. This sound occurs 
in some words before other letters, as in the words, dog, 



LESSON 41. 27 

God, etc., which, tho written with the same sign, shud not 
be pronounced with the vocal heard in rob, rod, etc. 

Writing Exercise. 
Analyze and write the words : Or, nor, north, for, short, 
torch, God, dog, log, born, form, orb, sort, thorn, lord, cork, 
corn, cord, fork, morn, horn. 

Rem. This sound shud not be confounded with the vocal heard 
in the words hawk, paw, shawl, as is done in some spelling books. 
The sound is analagous to this, but is short, and is best exprest by 
the light sign used in bog, Yet the teacher shud avoid the opposite 
error of assuming that because it is a short sound that the o has the 
same sound in the words on and or, dog and dock, log and lock, God 
and got. 

ILLUSTRATIONS. 

Got rod on odd dock rock knob 

Or for form God dog Lord fork horn 

Lesson 41. 
shade vowels continued. ^ 

The unaccented a and e in the words ago, about, above, 
enough, emit, etc., differ in sound from the full, long sounds 
of these letters in quantity rather than quality — that is, the 
sound is the same nature, but spoken more quickly. In 
rapid pronunciation the a in about, is nearly as obscure as 
the short u, and it wud be more pardonable to use the short 
u than the long a in such cases. Modified signs are provi- 
ded in the Chart for these sounds. 

Analyze and write these words ; About, above, abound* 
aboard, abuse, ago, again, ado, adorn, amaze, amass, aloud, 
enough, emit, elect, evict, ability, felicity , ferocity, facilitate 

If any one prefers to use the long vowel sign in these 
cases he can do so, but he can distinguish the difference 
between the sounds of e in eel, and elect', e*en and enough, 



28 THE MANUAL OF FONETIC ANALYSIS. 

eve and evict So also between the sounds of a in aim 
and among, ale and alone, etc. 

ILLUSTRATIONS. 

V. I *->- ^11 

Afro^e ato/2 arouse again amuse avail avert 

J^m/^ m'ci foZow before facility remain 

Lesson 42. 
shade vowels continued. 

All the vowels are modified before the letter r, and 
approach the same sound, but do not become exactly identi- 
cal. The words urn and earn are pronounced differently, 
so also earth and worth, erred and word, girl and furl In 
general the u before r in furl, burr, churl, etc., may be 
written with the sign for short u, and the e, ea and i in her, 
earth, girl, by the light dot, while the vowel in ward, world, 
etc. may be entirely omitted. 

Analyze and write these words: Earth, mirth, birth, 
err, her, girl 9 herd, heard, whirl, learn, furl, curl, churl, 
birch, perch, word, world, work, worm, worth 

ILLUSTRATION. 

'■• > V'' / ^<-< > ^ ^2- ^0 

Earth mirth err her gird herd whirl 
i^ttrZ c/iwZ word world work worm 



RECAPITULATION OF SOUNDS. 



29 



RECAPITULATION. 

The clastifications and groupings of the sounds taut in 
this Manual are so various that no one form can be expected 
to be satisfactory to all teachers; each may follow that to 
which they have become accustomed. For shorthand pur- 
poses we group them as follows: 

CONSONANTS. 

Made principally with the: Lips Be Pe Ve Ef Em. 
Throat Ga Ka Ing. Palate Zhe Ish Ja Cha. 

Tongue and Teeth De Te Ze Es En El Ar The Ith. 
Liquids El Ar. Semi -vocal Wa Who, Ya. 

Aspirate Ha. 

vocals. 

Long A Ai Ah Ee I O Oo An. 
Short at et it ot oot ut 
Difthongs I Eiv Oi Oiv. 
Shaded, unaccented a e ea (earn). 
Primary A Ai at Ah Ee et it I. 
Secondary O ot Oo oot An nt. 
diagram. 
The accompanying diagram will il- 
lustrate the nature and relation of the 
vocal sounds. The left hand corner 
is the place of the closest vowel made 
without the aid of the lips, long Ee. 
The right hand top corners locate the 
two sounds of Oo, the closest of the 
lip vocals. The ue in German is still 
closer, uniting the sounds of long Ee 
and Oo, and is placed between these 
two extremes. The open vowel Ah is 
at the first bottom corner, and the still 
more open Ait at the lowest bottom 
corner. Between these and the long 
Ee we have, in the order of their open- 
ness, at it and A long. On the right 
between An and Oo long, we have O 
long and o in or ; and between Ah and 
oo short, ot nt and o in tvhole. 



^«X 



\kt\>fc«v "CCoo\ TSo-i* 




avr av 



Jautt 



30 



MANUAL OF FONETIC ANALYSIS. 



APPENDIX. 
OUR COMMON ALFABET. 

To represent the sounds given in the Chart, our Alfabet furnishes 
twenty six letters, three of which, c, q and a;, are duplicates, leaving 
twenty three letters to represent forty one sounds. To make up for 
this deficiency we have a large number of digrafs and trigrafs used 
with the same inconsistency which prevails in the use of the alfabet- 
ic letters in our common spelling. To make this deficient alfabet 
answer any good purpose in expressing sounds in a methodical way, 
it is necessary to select from this mass of material furnished by the 
union of two letters, which we call digrafs, those most available for 
expressing the sounds otherwise not provided for. This is attempted 
in the following: 

TABLE OF SOUNDS. 

Represented by two or more letters of the common Alfabet. 
VOWELS. 
The short sounds of a e i o and u, are represented by the alfabet ic 
letters generally, the long and shade sounds by digrafs or trigrafs, 
as follows. Only the digrafs most commonly employed are given: 



LETTER SIGN 



A long c 
A shaded c 

A broad • 

E long p 

I long Y 

O long N 
Oo long 

Oo short -. 

U long A 
Eaeandi • 
before r 

Oi i/ 

On x/ 



LETTER SIGN 



EXAMPLES 

aim may 
air fare 
laud lawn 
feel seal 
light find 
bowl soul fold 
mood 
put hood 
new tune 
earn girl verge 

oil boy 
out cow 



DIGEAF 

ai and ay. 
at ,, a(re). 
an „ axe. 
ee „ ea. 
igh „ I 
ow on and o. 
oo. 

u and oo. 
ew „ u. 
ear ir and er. 

oi and oy. 
ou ,, ow. 



Ch 
Ng 
Sh 
Zh 
Th 
Ex 



CONSONANT DIGRAFS. 

EXAMPLES DIGEAF 

check ch. 

sing ng. ^ 

shut nation Grecian sh ti ci. 
azure pleasure z and s. 

they oat TH „ th. 

exalt expose (gz ks) x. 



APPENDIX. 31 

Rem. The purpose of the above Table is to enable the teacher to ex- 
press the sounds by means of the common letters, when occasion re- 
quires. For simple illustrations only one digraf will be necessary 
for each sound, and that shud be selected which will be least likely 
to be indeterminate. For instance, ae is not determinate, nor is ow, 
as the former represents both the long and the shaded a, and the lat- 
ter both o long and ou. 



The System of Writing of which this Manual gives the 
Alf abet, is more fully developed in The Shorthand Exercise 
Book, published in five parts, as described on the following 
page. This work is suitable for use in Schools, having been 
prepared expressly for such use. Part first will be furnished 
to Teachers for their classes, at $1.80 per dozen, or fifteen 
cents a copy. They may be ordered of the Author or Pub- 
lisher of this Manual. 



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